Jan 26, 2016 - In Unit 1, students will be introduced to the module’s theme of taking a stand by reading several speeches given by real people who stand up for a cause to better others. These speeches include...

Jan 26, 2016 - In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey the universal themes and experiences of refugees across...

Jan 26, 2016 - In this unit, students begin to read Part 2 of the novel To Kill a Mockingbird, and they finish it before the unit’s end. As they read, students will continue to reflect on the reading by answering...

Jan 26, 2016 - In this first unit, students will build background knowledge about Japanese-American relations during World War II. They will consider the causes of both Japanese and American involvement in the war...

Jan 26, 2016 - In this unit, students analyze authors’ and speakers’ purposes and evaluate the claims they make. Students begin reading the Young Readers Edition of Michael Pollan’s The Omnivore’s Dilemma (930L), a...

Jan 26, 2016 - In Unit 3, students will draw upon their study of the universal refugee experience to write two research-based poems that reflect the “inside out” and “back again” aspect of a refugee experience....

Jan 26, 2016 - In this second unit, students will continue to closely examine the case study of imprisoned Louie Zamperini as they read Unbroken. They will expand their study as they learn about interned Japanese-...

Jan 26, 2016 - In this third unit, students will analyze key quotes that reflect the overarching themes they studied in Units 1 and 2. Students will form small groups and be assigned one of the quotes as the basis...

Jan 26, 2016 - In this unit, students research in order to help them make a decision to answer this question: Which of Michael Pollan’s four food chains would best feed the United States? They make a decision to...

Jan 26, 2016 - In this unit, students use their research and their position speech from Unit 2 to write a position paper to answer the question: Which of Michael Pollan’s four food chains would you choose to feed...

Jan 26, 2016 - In this third unit, students will finish reading Unbroken and study the transition of the imprisoned or interned from “invisible” to “visible” after release. Students will briefly research Miné Okubo...

Jan 26, 2016 - In this first unit, students begin reading the central text A Mighty Long Way, by Carlotta Walls Lanier. This text builds background knowledge of the Little Rock Nine and provides insights into the...

Jan 26, 2016 - In this second unit, students will read and finish the play while they continue to follow the theme of control in A Midsummer Night’s Dream. They continue to trace which characters wish to control or...

Jan 26, 2016 - In this third unit, and after studying the thematic concept of control throughout A Midsummer Night’s Dream, students will write a narrative that will act as a “confessional,” where a character from...

Jan 26, 2016 - In this second unit, students will continue to closely examine the case study of the Little Rock Nine in A Mighty Long Way. They will expand their study as they learn about the role of various...

Jan 26, 2016 - In this unit, students finish reading A Mighty Long Way and complete their study of Carlotta’s journey to justice. Students also study the ways in which Carlotta Walls Lanier decided to tell her own...